A Quantitative Study on Faculty Members’ Perceptions of and Attitudes towards Teaching and Assessing Pragmatic Competence in EFL Context

Year 2017, Volume: 21 Issue: 3, 1109 - 1121, 20.09.2017

Ayşegül Takkaç Tulgar

Abstract

The purpose of this study was to
emphasize the perceptions and attitudes of faculty members in terms of teaching
and assessing pragmatic competence in foreign language education. Based on a
quantitative research design, this study showed that there were not statistically
significant differences among the faculty members in terms of their age,
gender, academic degree and teaching experiences concerning their attitudes
towards teaching and assessing pragmatic competence in foreign language
education. However, as to age, academic degree and teaching experience
variables, though there were not statistically significant differences among
the participants, the results revealed that there was a general increasing
tendency towards the awareness regarding teaching and assessment of pragmatic
competence as the participants gained experience in the field as well as in the
profession. The study revealed that field and professional experience helped
the participants expand their views in terms of the importance of pragmatic competence
in general and its teaching and assessment in particular.

Keywords

pragmatic competence, faculty members, teaching pragmatics

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